Abstract
Based on documentary organisational research as well as documentary research on childhood and children's perspectives, the article shows that children in primary school all-day settings have to cope with a multiplication of tensions between propositional and performative logic. These tensions result from the constituent external framing in educational institutions, from the juxtaposition and coexistence of several intraorganisational milieus and their frame incongruities, as well as from the constantly shrinking spatio-temporal possibilities for the unfolding of performative logic in the peer milieu. Using empirical examples of the practice of playing and doing homework in extracurricular time in all-day and after-school care, it will be shown that it is central for the constitution of a quality of pedagogical organisations oriented towards professionalism, reflexivity and discursivity as conjunctive spaces of experience, which are shaped by strong constituting (external) frames, how dialogically or power-structured the diverse interactions between professionals and children are designed.